Stage 4 — Automatic Word Recognition

As an Automatic Word reader, children can recognize words not only accurately but also with relatively little effort. This stage is all about the reader gaining control of reading processes. This automatic word recognition plays a critical part in the rapid development of reading comprehension, as mental resources can now be focused on understanding text rather than on figuring out the words.

Good readers will be able to automatically recognize most of the words in their spoken vocabularies. At this stage it is key for readers to have the opportunity to repeatedly read text that is “easy” to read. Children may increasingly use reading as a tool for acquiring new concepts and information, though they may not have mastered this skill at this stage.

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Reports factual information (also referred to as informational text) and the relationships among ideas. Expository text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts.

In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is “s” and the rime is “at”. In the word flip, the onset is “fl” and the rime is “ip”).

The ability to notice, think about, or manipulate the individual phonemes (sounds) in words. It is the ability to understand that sounds in spoken language work together to make words. This term is used to refer to the highest level of phonological awareness: awareness of individual phonemes in words.

These are words that are recognized immediately. Sometimes sight words are thought to be irregular (words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns), or high frequency words (e.g., the Dolch and Fry lists).

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